the segue institute for learning student and family handbook

THE SEGUE INSTITUTE FOR LEARNING

STUDENT AND FAMILY HANDBOOK

Where ALL Students are at Promise!

_________________________

THE SEGUE INSTITUTE FOR LEARNING Angelo Garcia, Founder

Executive Director

325 Cowden Street Central Falls, Rhode Island 02863

Phone: 401.721.0964 Fax: 401.721.0984 www.segueifl.org

http://www.segueifl.org/

Segue Institute for Learning 2015-2016 Student and Family Handbook

Enrollment at the Segue Institute for Learning is an agreement to comply with all school rules, regulations and policies. It

is your responsibility to review this handbook and become familiar with these expectations. Ignorance of a policy or

regulation is not an excuse for failure to abide by these expectations.

The standards and conduct within this handbook pertain to all students and parents of the Segue Community. While these

standards pertain specifically to our school building, it should be noted that Segue expects the same high expectations

outside our building and in our community. Off-campus conduct may be subject to school jurisdiction. If there is debate as

to the meaning of any handbook regulation or procedure, the head of school will provide final interpretation.

Published for the parents and students of the Segue Institute for Learning by the school administration.

Inquiries regarding the handbook should be directed to: The Segue Institute for Learning – Administration

Office, 325 Cowden Street, Central Falls, RI 02863.

Equal Opportunity Employer

Segue Institute for Learning is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call (800) 795-3272 (voice), or (202) 720-6382 (TDD).”

Cover art: Segue Logo

Copyright © 2012-2013 by The Segue Institute for Learning

All rights reserved.

Contents Page

Executive Director Message……………………………………………………………………………6

School Academic Calendar………………………………………………………………………….....7

Parent Resources……………………………………………………………………………………….8

School Board Information…………………………………………………………………………..9-10

Mission, Goals, Philosophy…………………………………………………………………………...11

REACH Values, School-Wide Expectations…………….……………………………………………12

Behavioral Expectations……………………………………………………………………………….13

Explanation of Consequences………………………………………………………………………16-17

Zero Tolerance Policy………………………………………………………………………………17-18

Plagiarism/Cheating/Academic Honesty……………………………………………………………….19

Uniform Policy………………………………………………………………………………………….20

Statewide Bullying Policy…………………………………………………………………………...21-27

Computer/Internet Usage Policy………………………………………………………………………..28

Attendance Policy……………………………………………………………………………………29-31

Academic-Grading Policy……………………………………………………………………………32-35

Student Materials……………………………………………………………………………………..35-36

After-School Program………………………………………………………………………………...36-36

Family Involvement Policy…………………………………………………………………………...37-40

School/Student/Family Compact……………………………………………………………………..40-42

Dear Students and Families:

Welcome to a new school year at Segue Institute for Learning! The entire staff is enthusiastic about beginning our work

together.

At the SEGUE INSTITUTE FOR LEARNING we believe in providing a high academic rigor environment with a strong

focus on college preparatory in which every minute of the school day is dedicated to preparing our students for entering the

high school and eventually college of his/her choice.

In such a fast paced learning environment, we believe in having high expectations for not only academics but also for dress

and behavior.

To achieve such an environment the SEGUE INSTITUTE FOR LEARNING has a school wide positive behavior plan built

for student success that incorporates all areas of school and community engagement and responsibility.

This plan is critical to creating a safe and caring environment and will be the responsibility of all SEGUE INSTITUTE FOR

LEARNING staff members, students and families to follow the policies and procedures set forth in this handbook.

Again, welcome to the SEGUE INSTITUTE FOR LEARNING; Where ALL Students are AT PROMISE!

Respectfully,

Angelo Garcia – Founder/

Executive Director

Segue Institute for Learning

Segue Institute for Learning

Where ALL Students are AT PROMISE!

Founder/Executive Director’s Message

SEGUE INSTITUTE FOR LEARNING | 2015-2016 SCHOOL CALENDAR

June 29 – July 6th Segue Closed

4 Independence Day

7 – 31 New Student/Parent

Orientation & Home Visits

JULY 2015

S M T W Th F S

29 30 1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

JANUARY 2016

S M T W Th F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

31

1 New Year’s Day/Holiday

4 Segue Return to School

14 End of 2nd Quarter

15 No School – Staff PD Day

18 MLK Jr. Day – No School

19 Beginning of 3rd Quarter

22 2nd Qrtr Report Cards 25 Segue Board of Directors

Days - 18

3 – 14 Staff Development (All)

10 Victory Day

17 Segue Board of Directors

17 Grade 6 Begins

24 Grade 7 & 8 Begin

24 Beginning of 1st Quarter

Days - 11

AUGUST 2015

S M T W Th F S

1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

FEBRUARY 2016

S M T W Th F S

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29

15 Presidents’ Day – No School

15 – 19 Winter Break


26 3rd Quarter Progress Reports

Days - 16

7 Labor Day

18 1st Qrtr Progress Reports 21 Segue Board of Directors 23 Fam. Conf. Early Dismissal*

24 Fam. Conf. Early Dismissal*

25 Fam. Conference No School

Days – 20

SEPTEMBER 2015

S M T W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30

MARCH 2016

S M T W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

2 Fam. Conf. Early Dismissal


4 Fam. Conference No School



25 Good Friday – No School

Days - 20

1 Mr. Garcia’s Birthday!


12 Columbus Day


23 End of 1st Quarter

26 Beginning of 2nd Quarter

30 1st Quarter Report Cards

Days - 20

OCTOBER 2015

S M T W Th F S

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

APRIL 2016

S M T W Th F S

1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

1 End of 3rd Quarter

4 Beginning of 4th Quarter

8 3rd Quarter Report Cards

18 - 22 Spring Break


Days - 16

3 Local Election Day

11 Veterans Day Observed


25 Early Dismissal

26 - 27 Thanksgiving Break

Days - 18

NOVEMBER 2015

S M T W Th F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

MAY 2016

S M T W Th F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

5 4th Quarter Progress Report




14 Segue Rising Scholars Day 16 Segue Board of Directors

30 Memorial Day – No School

Days - 20

4 2nd Qrtr Progress Reports



11 Fam. Conference No School 14 Segue Board of Directors

23 Early Dismissal

24 – Jan 2nd Holiday Break

Days - 16

DECEMBER 2015

S M T W Th F S

1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

JUNE 2016

S M T W Th F S

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

9 8th Grade Graduation


16 End of 4th Quarter

16 Last Day of Classes

17 – 22 Staff Development

Days – 12

Total Days - 187

This calendar is subject to

change without notice. Please

contact Segue at (401) 721-

0964 with questions.

Connect Ed

When you receive a call from 401.721.0964 on your cell or home phone caller ID, it is Segue Institute for Learning

calling with an important message about school and community events, attendance, test dates, school delays and

cancellations, school opening and registration information.

www.SegueIFL.org

Visit the official Segue Institute for Learning school website at www.SegueIFL.org for information on Academics, Staff, Admission, Student expectations and Family resources.

Links for Parent Information and Resources

American Red Cross www.riredcross.org

Crossroads Rhode Island www.crossroadsri.org

Family Service of Rhode Island www.familyservicesri.org

International Institute Rhode Island www.iiri.org

Parent Support Network of Rhode Island www.psnri.org

Ready to Learn

www.r2lp.org

Rhode Island 211 www.211ri.org

Rhode Island Department of Education www.ride.ri.org

Rhode Island Parent Information Network www.ripin.org

United Way of Rhode Island www.liveunitedri.org

111111111111111111```



http://www.riredcross.org/

http://www.crossroadsri.org/

http://www.familyservicesri.org/

http://www.iiri.org/

http://www.psnri.org/

http://www.r2lp.org/

http://www.211ri.org/

http://www.ride.ri.org/

http://www.ripin.org/

http://www.liveunitedri.org/

Board Background:

Tabitha Elefsiades: Tabitha manages the Dunkin Donuts

at 250 Dexter Street at the corner of Barton Street in

Pawtucket, just over the Central Falls city line. For

several years she has been a member of the leadership

team for the Dunkin Donuts franchise that owns and

operates three Dunkin Donuts stores in Pawtucket and

Central Falls: 465 Lonsdale Avenue, 250 Dexter Street,

and 542 Broad Street, the only Dunkin Donuts location

within Central Falls. She is actively involved in the

community life of Central Falls and has spearheaded

multiple fundraisers at the Dunkin Donuts for Segue

specifically as well as all of the public schools in the city.

As a franchise manager, Tabitha has experience with

budgeting, payroll, accounting, and developing and

reviewing operational policies. Tabitha is a resident of

Central Falls.

Jeffrey Wentzell: Jeff Wentzell has worked in the Corporate Security/Risk Management field since 1998. Starting in 2002, Jeff has been employed at Fidelity Investments in various Corporate Security/Risk Management roles at many New England locations with a wide-range of different responsibilities to include; Anti-Money Laundering/Fraud Investigations, Business Continuity, Emergency Management, Physical

Security and Project Management. Jeff has hands-on practical experience managing several wide-scale crisis events such as the 2008 Central New England Ice Storm, Hurricane Sandy, and The Boston Marathon bombing. Currently, Jeff severs on the Board of Directors of A Wish Come True Inc., a Warwick, RI-based Non-Profit organization, is a financial coach for Year-Up through the Financial Coaching Corps (a partnership between Fidelity Investments, the Capital Good Fund, and the RI General Treasurer’s Office), and previously served as a mentor to two City Year corps members in Manchester, NH. Prior to moving to

Rhode Island, Jeff served his home-town community in Massachusetts as an elected school committee member, on the Zoning Board of Appeals, the Personnel Advisory Board, and a 3 year term as Director of Emergency Management.

Margaret Rivera: Maggie currently serves as the office manager at the International Charter School in Pawtucket, a K-5 charter school that uses a dual language bilingual education model, in which all students learn 50% of the time in English and 50% of the time in either Spanish or Portuguese. In her current role she helped develop the operating policies for ICS as both the office manager and as one of two staff representatives to the ICS governing board. Maggie has over 20 years of experience in education and health services as well as expertise in fiscal, business, and medical coding, and previously served as a home school liaison for the Central Falls School District. Maggie is a resident of Central Falls.

Tia Ristaino-Siegel: Mrs. Ristaino-Siegel graduated

from the University of New Hampshire. She is one of

the newest members of Segue’s Board. She presently

holds a seat in the Central Falls City Council as a

member-at-large. She is also a property manager in the

city of Central Falls as well as a community organizer

active in civic affairs.

Nelly Hoffens-Vargas: Nelly Hoffens Vargas is the

Financial Aid/Student Employment Counselor at

Rhode Island School of Design and she is a parent of a

current Segue student. Nelly has been able to secure

internships at Segue for RISD students and has

arranged college visits and tours for Segue students.

She is the parent of a Segue student.

2015-2016 SEGUE BOARD MEMBERSHIP

1. Tabitha Elefsiades, Co-Chair

2. Jeffrey Wentzell, Co-Chair

3. William Flug, Member

4. Nelly Hoffens-Vargas, Member

5. Kevin Kazarian, Member

6. Margaret Rivera, Member

7. Tia Ristaino-Siegel, Member

8. Denise Boule, Member

Board Background (continued):

Rev. William “Bill” Flug: Bill Flug is the Pastor of the Wesley United Methodist Church in Lincoln, RI. He earned BA degrees in Sociology and Religion from Tufts College of Tufts University in 1972 and has a Masters in Theology from Boston University. His current pastorate at the United Methodist Church of Westford begin in 2007. Rev. Flug’s tenure on Segue’s BOD began in March 2015 becoming a member of the Personnel and Academic committees as well as the Committee on Expansion.

Kevin Kazarian: Mr. Kazarian is an experienced Hospitality Management professional with over 20 years’ experience in casual and upscale food and beverage venues in a variety of Casino/Hotel and free standing operations. He has extensive knowledge in small company operations as well as corporate structures including managing union based environments. He currently is the Director of Food and Beverage at Spumoni’s Restaurant in Pawtucket, RI. Mr. Kazarian is a long time resident of the City of Central Falls. He is also a Zoning Board Member for the City of Central Falls and seats at other committees in the cities of Central Falls and Pawtucket, RI. Also, Mr. Kazarian has served as a substitute teacher for the Pawtucket School Department. As of March 2015, Mr. Kazarian became a member of Segue’s Board of Directors already serving in two of its committees: Academic and Maintenance.

Mission, Educational Goals, Philosophy Statement

SEGUE INSTITUTE FOR LEARNING MISSION STATEMENT

The mission of the Segue Institute for Learning is to foster a community where students take ownership

of their education. Segue scholars receive a rigorous academic experience that prepares them to excel in

the high school and eventual college setting of their choice. At Segue, we believe that all of our students

are AT PROMISE, versus being labeled At Risk. The Segue Institute for Learning is a safe and nurturing

environment which promotes diversity, encourages individual growth and allows students to view

themselves as citizens of change in their homes and community.

EDUCATIONAL GOALS:

Students will master the basic skills of reading, writing, math, science, and social studies.

Students will be taught study, reasoning and critical thinking skills.

Students will master the use of computer technology and be able to navigate the World Wide Web.

Students will be taught the consequence of dangerous decision-making, as it relates to substance abuse,

violence, and healthy relationships.

Students will take an active part in the community, participating in various community service projects.

Teachers will participate in on–going professional development.

Teachers will teach reading and writing as it relates to each content area.

Teachers will utilize a variety of multicultural resources throughout lessons.

Teachers and support staff will work with parents to keep an open line of communication between the

home and school.

PHILOSOPHY STATEMENT:

It is the responsibility of all staff members to make the SEGUE INSTITUTE FOR LEARNING a safe and

caring environment through utilization of a school wide positive behavior support system that helps assure

that teachers can teach and students can learn.

STAFF AND STUDENTS SET THE TONE for the educational environment by praising students who

follow school wide expectations and correcting students who fail to meet those expectations (See

Expectations and Guidelines for further information).

12 | P a g e S I F L – P a r e n t / S t u d e n t H a n d b o o k

R.e.a.c.h Values, School Wide Expectations

Segue incorporates a school-wide positive behavior support system. Positive Behavior Support (PBS) is a

system designed to promote and maximize academic achievement and behavioral competence. It is a

school-wide strategy to help all students achieve important social and learning goals.

As part of the PBS system, we have established several clear rules and expectations for the behavior we

expect in all areas of our school. These expectations are listed in every classroom and common areas of our

building. Our school rules specifically address inappropriate behaviors, provide for a safer school

environment and give more time for instruction.

SEGUE R.E.A.C.H Values:

R – Respect

E – Enthusiasm

A – Achievement

C – Citizenship

H – Hard Work

All students should strive for Segue’s overarching REACH expectations, by:

• Showing Respect to all students and adults of my community.

• Expressing Enthusiasm towards school and strive to be my best.

• Working towards the Achievement of Segue standards.

• Modeling true Citizenship and try to make a difference.

• Engaging in Hard Work to reach my goals.

All students are required to adhere to Segue’s School Wide Behavioral Expectations:

Be on time and prepared

Follow directions the first time they are given

Stay in your Assigned Area

Use positive Language: no harassment, put downs, teasing or foul language

Keep hands, feet, objects and other body parts to yourself

Segue has a progressive system of consequences that will be consistently followed when students do not

adhere to our school wide expectations. When students have challenges following our rules and

expectations, parent involvement is necessary in assisting Segue’s implementation of an action plan to

change disruptive behaviors.

Students who fail to adhere to Segue’s Reach and School Wide Behavioral Expectations may receive

the following Consequences:

Parent/Guardian Contact/ Parent/Guardian Meetings

Teacher/Office Detention: Afterschool (up to1 hour)

Friday Administrative Detentions (up to 3 hours)

Social Suspensions

In-School/Out of School Suspension

Necessary Placement


Behavioral Consequences

The Segue Institute for learning expects, encourages and trusts our students to be safe and make healthy

decisions regarding their behavior. When students make poor decisions, there are consequences for their

actions. The following chart shows the consequential actions that will occur for each infraction. A

minimum to maximum range is listed, as well as disciplinary action for first or repeated occurrences.

Students are held accountable to rules/expectations: at school, while traveling to and from school, at

school sponsored events, while at other schools in the community, and while off campus whenever such

conduct disrupts or interferes with the discipline or general welfare of the school.

School officials will take into consideration the student’s behavior record prior to taking action. If a

student has repeated or been involved in inappropriate conduct, then consequential action may be the

maximum consequence listed.

In the case of severe violation of rules, the consequential action may extend beyond these guidelines,

even for the first offense.

Final appeal of consequences will be heard by Executive Director.

*For students with disabilities behavioral consequences will be related to the requirements of their IEP.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Abusive/Threatening

Language Towards staff First In-School Out of School Repeated Out of School Necessary Placement

Towards another student First Detention Out of School Repeated Administrative

Detention

Necessary Placement

An intentional, serious threat by word or act (including physical, verbal and/or

bullying/threatening), which places another person in fear of imminent serious physical

injury. This includes, but is not limited to, words, target lists, or conduct directed toward

another person. Intimidation, threats and/or menacing are not limited to the protective

classes of race, gender, color, religion, national origin, sexual orientation or disability.

Violation could result in a referral to an appropriate law enforcement agency.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Fighting/Physical

Aggression Towards staff First Out of School Necessary Placement

Repeated Necessary Placement Necessary Placement


Towards another student First Administrative

Detention

Necessary Placement

Repeated Out of School Necessary Placement

Intentionally, knowingly or recklessly causing physical injury to another.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Non-

Compliance/Overt

Defiance

First Detention Out of School

Repeated Detention Out of School

Refusal to follow the reasonable requests of school personnel and/or designated

authority. Language or behavior that disrupts and/or interferes with classroom

instruction and the educational process.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Weapon Possession First Out of School Necessary Placement


The use, possession or sale of a dangerous or deadly weapon. A dangerous weapon is

any object, device, instrument, material, or substance which, under the circumstance in

which it is used, attempted to be used, threatened to be used, possessed or sold, is readily

capable of causing death or serious physical injury.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Harassment Bullying First Detention Necessary Placement

Repeated Administrative Detention Necessary Placement

Victimization, intimidation or mistreatment by others in the school community, based on

unequal physical, psychological or social power or perceived power. Bullying or

harassment implies behaviors that can cause physical and/or emotional harm, are

unwelcome, intentional, unprovoked, and usually repeated.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Property

Damage/Vandalism Staff Property First Detention Necessary Placement

Repeated Administrative

Detention

Necessary Placement

Student Property First Detention Necessary Placement

Repeated Detention Necessary Placement


School Property First Detention Necessary Placement


Detention

Necessary Placement

Intentionally damaging, defacing (including tagging/graffiti), or destroying property.

Vandalism is the willful or malicious destruction or defacement of public or private

property. The student and the parent or parents having legal custody of the student may

be liable for the amount of the assessed damages, plus costs if legal action is required.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Stealing Staff Property First Detention Necessary Placement


Detention

Necessary Placement

Student Property First Detention Necessary Placement

Repeated Detention Necessary Placement

School Property First Detention Necessary Placement


Detention

Necessary Placement

Taking, giving, selling or receiving property not belonging to you. Knowingly possessing

any stolen property or property reported lost or missing.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Sexual Harassment/

Inappropriate

Touching

First Detention Necessary Placement

Repeated Administrative Detention Necessary Placement

Sexual harassment is prohibited conduct. It may be verbal, visual, written, electronic, or

physical in nature and includes unwelcome sexual advances, requests for sexual favors,

and/or physical touching. More subtle forms of harassment such as unwelcome posters,

cartoons, caricatures, and jokes of a sexual nature are also prohibited.

OFFENSE

OCCURANCES MINIMUM

CONSEQUENCE

MAXIMUM

CONSEQUENCE

Alcohol/Tobacco/Drug First In-School

Suspension

Necessary Placement


The use, possession, sharing, distribution, and/or selling of alcohol, tobacco or any

illegal substance (including non-prescribed medication).


Explanation of Consequences

Parent/ Guardian Conferences

A conference with the student, the guardian, and appropriate staff members will be scheduled to

discuss the student’s behavioral concerns. If a formal action plan is developed to help improve the

student’s behavior, copies will be given to the student and the guardian.

Teacher Detention – 30 minutes

A Teacher Detention is held either during lunch or after school hours. Students are notified of the

infraction and are to serve the detention on the date assigned by the teacher. The parent or guardian

will be informed via notice or phone call. During detention students are not allowed to socialize.

Students may read a book, work on an assignment or sit silently. Failure to serve the assigned

detention will result in the assignment of a one hour Office Detention. Failure to serve the one

hour detention at the assigned time may result in an Administrative Detention.

Office Detention – 1 hour

An Office Detention is held after school hours. Students are notified of the infraction and are to

serve the detention on the date assigned. The parent or guardian will be informed via phone call

by the Discipline Team. During detention students are not allowed to socialize. Students may read

a book, work on an assignment or sit silently. Failure to serve the first assigned detention will

result in the assignment of a second Office Detention. Failure to serve the two detentions at the

assigned times may result in an Administrative Detention.

Administrative Detention

Administrative Detention is held after school hours. Administrative Detention takes place on

Friday afternoons, from 12:00-3:00 P.M., with a member of the Discipline Team. During detention

students are not allowed to socialize. Students may read a book, work on an assignment or sit

silently. Students are expected to bring their own materials (i.e. homework, book/magazine,

writing utensil). At the end of Administrative Detention students may be required to fill out a

reflection form. Students who are removed from Administrative Detention or fail to attend without

a valid excuse will serve an in-school suspension the following school day.

*Transportation home after any detention is the responsibility of the student/parent.

Social Suspension

Social suspension is a loss of school privileges which may include but is not limited to a student’s

removal from participating in fieldtrips, school dances, afterschool activities, and/or extra-

curricular activities such as athletic games and activities. In addition, a Social Suspension may

include losing the privilege to attend an end of the year graduation or award ceremony. Students

are automatically placed on the Social Suspension list when they accumulate 5 Office Referrals,

10 Teacher Detentions, 7 Tardys to school or class in quarter or receive an in-school or out of

school suspension. A student may also be placed on Social Suspension for a behavior infraction

deemed to be a safety risk to students, staff, visitors or themselves. The Discipline Team will notify

the student of the social suspension. Students are placed on Social Suspension for 10 school days

and if they receive any additional discipline infractions during that time, the Social Suspension

restarts.


In-School Suspension The Discipline Team will notify the guardian in the event that their child receives an In-school

Suspension. In-school suspension is an alternative to out-of-school suspension. Student will

serve their assigned In-school suspension in an alternative work space, for an entire school day.

Students assigned to in-school suspension are required to complete all work assignments

assigned by their teacher(s) or the in-school suspension facilitator. Students who fail to adhere to

any in-school suspension rules or refuse to complete any assigned tasks may be assigned out-of-

school suspension.

Out of School Suspension (up to 10 days) The Discipline Team will notify the guardian in the event that their child receives an out-of-

school suspension. Students serving an out of school suspension cannot attend school or be on

school property on the assigned suspension date, during or after-school hours. Suspended

students also cannot attend any school-related events or activities on or off campus. When a

student is suspended out of school, the parent or legal guardian of the pupil shall be notified and

a conference with the student, the guardian, and appropriate staff members will be scheduled, to

discuss the student re-integration, upon the child’s return.

Necessary Placement

The most serious acts of misconduct as determined by a school administrator may result in the

immediate removal of a student from the school. This action may result in a student being

suspended from school and recommended for reassignment to an alternative program or

necessary placement and transfer to an alternative program.

Restitution

The student will assume the responsibility for restitution of lost or damaged materials, equipment

and/or other school property. Restitution may be monetary or through volunteer work/community

service as determined by school officials. The student and the parent or guardian having legal

custody of the student may be liable for the amount of the assessed loss or damages. If a plan is

developed to cover restitution, copies will be given to the student and the parent.

Zero Tolerance Policies

In accordance with the Rhode Island Department of Education’s School Policy, SEGUE INSTITUTE FOR

LEARNING has approved the following Zero Tolerance Policy which will result in students being

disciplined who posses’ weapons, engage in repeated fights or acts of violence, or are found in possession

of drugs, alcohol, or tobacco. If students are found to be selling or furnishing controlled/prohibited

substances they will be recommended for discipline under the Zero Tolerance Policy on their first offense,

except for tobacco violations. Repeated incidents of fighting, violent acts, causing serious injury to another

person, or bullying will also result in a recommendation for discipline under the Zero Tolerance Policy.

Weapon Possession

A weapon is defined as a firearm, pistol replica, starter pistol, stunt, BB or pellet gun, knife of any size or

type, a drink, dagger, razor, slingshot, any explosives or fireworks. Any object used in a dangerous manner

will also be considered a weapon. Use or possession of a weapon will result in recommendation for severe

discipline and full prosecution of the law.


In addition to discipline, if students are found to have violated the law, they may be arrested and taken to a

juvenile detention facility. The SEGUE INSTITUTE FOR LEARNING will cooperate with local law

enforcement to its full capacity and extent.

Gang Involvement:

The SEGUE INSTITUTE FOR LEARNING prohibits gang involvement which is defined as:

A self–formed association of peers that has the following: a gang name, recognizable symbols,

identifiable leadership, a geographic territory, a regular meeting pattern, and collective actions to carry

out illegal activities.

Such involvement is determined by the school administration, school security and the Central Falls Police

Department. Any student that exhibits or violates these behaviors will be referred to a violence intervention

program with anger management classes and a parent conference. Any violation will be investigated and

handled on an individual basis.

Sexual Harassment:

The SEGUE INSTITUTE FOR LEARNING is committed to equal opportunity for all individuals in

education. The SEGUE INSTITUTE FOR LEARNING programs and activities shall be free from

discrimination based on sex, race, color, religion, sexual orientation, national origin, physical or mental

disability, or any other unlawful consideration. SEGUE INSTITUTE FOR LEARNING shall promote

programs, which ensure that discriminatory practices are eliminated in all school related activities.

Any student who engages in discrimination of another student or anyone from the SEGUE INSTITUTE

FOR LEARNING may be subject to disciplinary action. Any employee who permits or engages in

discrimination may be subject to disciplinary action up to and including dismissal.

Any student or parent who feels that discrimination has occurred should immediately contact a teacher or

the director for resolution at the site.

The SEGUE INSTITUTE FOR LEARNING is committed to making the school free of sexual harassment.

This includes actions such as: Unwelcomed sexual advances, requests for sexual favors, verbal, visual, or

physical conduct of a sexual nature made by someone from or in the educational setting. The SEGUE

INSTITUTE FOR LEARNING prohibits conduct that has the purpose or effect of having a negative impact

on students’ academic performance, or of creating an intimidating, hostile, or offensive educational

environment.

The SEGUE INSTITUTE FOR LEARNING further prohibits sexual harassment in which a student’s grade

benefits, services, honors, program or activities are dependent on submission to such conduct. Students

should report any sexual harassment to their school director, director of teaching and learning, counselor,

or specialized teacher. Students who violate the sexual harassment policy shall be disciplined appropriately.

Employees who violate this policy shall be disciplined according to personnel procedures.


Plagiarism and Cheating /Academic Honesty Policy

Plagiarism is the use of the words and ideas of another as if they were one's own and without

acknowledgment of their source. Plagiarism is stealing, and constitutes a serious offense against any ethical

code, be it scholastic, artistic, or professional.

Students and parents need to be aware of the importance of academic honesty at the Segue Institute for

Learning. Academic honesty means not cheating, plagiarizing or using information unethically in any way.

This includes parents/siblings doing a Segue student’s homework or project work.

Plagiarism includes: Submitting someone else’s work as your own, including that of tutors, friends, parents or siblings or

paraphrasing without giving credit to the source.

Turning in purchased papers or papers from the Internet written by someone else.

Helping other plagiarize by giving them your work, even if you don’t think it will be copied.

Using someone else’s idea without giving credit to the original source.

Note: You can use other people’s ideas and even paraphrase or quote their words, but you MUST give

them credit. Use phrases such as “According to…,” and “In the book…” and cite ALL of the sources you

got information from in a bibliography.

Cheating includes: Copying assignments that are turned in as original work

Trading assignments with other students, even if you don’t think they will be copied.

Using unauthorized notes or technology, such as bringing notes into a test or using a computer program

to translate an assignment and turning it in as your own.

Sharing answers before, during or after quizzes or tests. Students must be responsible for their own

papers and make sure others cannot copy their work.

Using summaries or commentaries (Cliffs Notes, etc.) instead of reading the assigned material.

How to avoid plagiarism and cheating: Plan ahead. Rushing to get your work done the night before a big project is due may make it more

tempting to cheat or plagiarize.

Be sure you understand the assignments. Don’t always rely on your friends for information about what

is required.

Don’t read someone else’s paper or homework before you do your own work. If you get any ideas from

them, you would have to cite that person as a source.

Make sure to ALWAYS cite your sources. This means saying where you got the information you are

using.

Keep a list of the sources you use (including the author, title, publisher and copyright date) as you use

them and make sure to note which information you got from which source.

When in doubt about what you need to do to avoid cheating or plagiarism, just ask your classroom teacher

or any adult in school.

Consequences of Cheating/Plagiarism:

Below is a list of consequences that will be used at the discretion of the teacher and administrator in whole

or in part as a result of cheating or plagiarism (this includes repeat offenses).

1. A zero on the assignment accompanied with a parent notification

2. A meeting with teacher, school leadership and parents

3. Detention (can include Administrative detention)

4. Removal from school clubs or organization/Loss of opportunity for extra– curricular activities

5. In-school or out of school suspension


Uniform policy The SEGUE INSTITUTE FOR LEARNING is a college preparatory school with high standards for dress, behavior, and

academics. Segue strives to create a safe and nurturing learning environment for all its students and staff. Research has shown that

students who dress alike also enjoy an increased sense of unity.

At Segue we promote uniforms because they are; Cost Effective, Reduces School Violence, Prevents Gang Promotion, Decreases

Violence and Theft, Instills Discipline among student population, helps us to recognize outsiders who do not belong in our school

building. Parents are a key part to the success of the uniform program.

We need your help in ensuring that your child wears their uniform every day, unless instructed otherwise.

Pants: Monday through Friday Students can wear chinos, slacks or capri pants in solid khaki (tan) or black. No stripes or plaid

designs are allowed. Must fit the waist, must be no larger than the student’s waist size (no sagging!) Pants must not be altered

sloppily or in a distracting fashion. NO JEANS, tight or form fitting pants, loose/baggy or otherwise!

Shorts: Shorts in solid khaki (tan) or black are ONLY allowed with prior notice, during the warmer months. Must be worn from

the waist to the knee. The shorts must not be form fitting (tight to the skin). They must fit at the waist and no sagging.

Skirts/Skorts: Female students may wear skirts/skorts in solid khaki (tan) or black, provided that the length of the skirt or any slit

is to the knee. The shirts/skorts must not be form fitting (tight to the skin). They must fit at the waist and no sagging.

Shirts: Monday through Thursday students must wear a white long/short sleeve button down shirt under their maroon V-neck vest

or cardigan. Girls can wear a white long sleeve blouse or turtleneck. Boys must wear a tie. All shirts must be completely and

properly tucked in at all times. Undershirts or turtlenecks must be plain white (no emblems or graphics). Fridays, students must

wear their maroon Segue long sleeve/ short sleeve polo.

Shoes: Dress shoes must be black, no other colors are allowed. Acceptable shoes include; loafers, oxfords, flats. No sneaker-

shoes, sandals, moccasins, slippers, boots, TOMS, or high heels will be allowed in school. During inclement weather, boots can

be worn to school but students must change into appropriate foot wear when they arrive to school.

Socks: Boys’ socks must be solid black or white. Girls may wear maroon, black or white knee high socks/leggings. Multi-colored

or socks with designs are not allowed.

Belts: All belts must be black or brown leather. They must match the waist size and have a simple buckle only. Buckles with

designs or initials are not allowed. Belts may not be of excessive lengths or hanging down.

Undergarments: Underwear may not be visible at any time for any reason.

Sweatshirts/Coats/Jackets: Segue sweatshirts/coats/jackets may be worn to school during the colder months, but must be

removed and placed in student locker during school day.

Gym Uniform: The Fitness uniform includes the Segue logo t-shirt, shorts or sweat pants, and sneakers of any color. Students

are not allowed to come to school in their gym uniforms. They should bring it with them on designated gym class days and change

at the school.

Accessories: No hats at any time. Headbands must be solid black or white. No visible piercings besides ears are allowed. Only

stud or hoop earrings (not larger than a quarter) may be worn. Bracelets are not allowed, students can wear a watch. Necklaces

must be tucked in to their shirts at all times. Only prescription issued glasses are allowed.

Dress Down Days: Students and families will receive prior notice of dress down days by school administrators. Shirts cannot be

low cut, see-through or show mid-drift. Spaghetti strapped tops are not allowed for female students. Male shirts must have short

or long sleeves. No ripped, shredded, damaged jeans/pants. No form fitting (yoga) pants or shorts. No open toe footwear is allowed.

Clothing may not display any inappropriate phrases or images.

http://712educators.about.com/od/discipline/tp/disciplinetips.htm


COMPUTER/INTERNET USAGE POLICY

Electronic Use:

Cell phones/tablets and other electronic devices are not permitted at school or at school–sponsored

activities. Should a student feel the need to carry a cell phone (due to parental request); these devices must

be kept out of sight and turned off while at school at all times.

Unauthorized use of such devices disrupts the instructional program and distracts from the learning

environment. Unauthorized use of cell phones, tablets, and other electronics will result in confiscation by

school officials, including classroom teachers.

Students may not use computers and/or the SEGUE INSTITUTE FOR LEARNING’s network without

proper adult supervision. The teacher/staff will choose resources on the internet that are appropriate for

classroom instruction and/or research for the needs, maturity, and ability of their students.

Acceptable Use:

Access to any site that provides information relevant to current class assignments

Access to college or university websites

Use of teacher approved educational software (games, instructional tools, etc.)

Prohibited Use

Use of computers and the internet at SEGUE INSTITUTE FOR LEARNING is a privilege. Any abuse of

the privilege will result in removal of that privilege. Doing any of the following actions will result in a loss

of computer privileges:

Checking of personal email

Browsing personal profile networks (including, but not limited to Facebook, Instagram, Twitter,

YouTube, etc.)

Accessing inappropriate websites (Sites containing explicit material)

Downloading of unlicensed material (Pirated software, music, movies)

Use of any Instant Messaging programs (AIM, MSN Messenger, Yahoo Messenger, G-chat)

Any vandalism, unauthorized access, “hacking,” or tampering with/stealing hardware or software,

including introducing “viruses” is strictly prohibited.

Posting/uploading photos or video footage of the SEGUE INSTITUTE FOR LEARNING events,

including students and staff on such websites as Facebook, Instagram, YouTube, etc.


SCHOOL WIDE ATTENDANCE POLICY

School attendance is compulsory by law.

Rhode Island State Law 16-19-01 and 16-19-06 requires that every boy and girl less than 16 years of life

shall regularly attend some public school during all days and hours that the public schools are in session.

It is the responsibility of the parent under 16-19-01.

*NOTE: Lack of attendance, numerous tardies and/or early dismissals can lead to a referral for

truancy court.

TRUANCY- Students that are truant from school will receive disciplinary action at the discretion of

administration. In addition, a truancy court referral will be made in accordance with the school’s attendance

policy. The school’s Attendance Board is comprised of staff, administration, and a representative from the

Board of Directors.

ATTENDANCE REQUIREMENT

The importance of regular attendance cannot be overemphasized. Studies have clearly demonstrated that

there is a positive correlation between good school attendance and academic success. Classroom instruction

is the most important activity at the Segue Institute for Learning. Regardless of a student's ability and

effort, classroom interaction cannot be recaptured. Absences disrupt the continuity of the learning process.

Regular attendance enhances learning by exposing students to a greater amount of academic content,

instruction and time to apply new concepts and skills. Parents are urged to assist the school by supporting

its attendance policy. If a student has more than eight (8) unexcused absences during the school year, (s)he

has violated the policy and shall be denied promotion to the next grade unless the missed school days are

made up and the student shows grade level proficiency. The makeup days will be held at the discretion of

school administration.

ABSENCES:

EXCUSED ABSCENES – absences will be excused for the following reasons:

1. Verified Personal illness

2. Funerals or death of immediate family

3. Court dates pertaining only to student

4. Student suspended or excluded by school administration

5. Student Hospitalizations

6. *Medical appointments (that cannot be scheduled outside of school hours)

*Doctor and/or dental appointments, etc., should be scheduled for after-school hours. When after-school

arrangements are impossible, parents should schedule appointments for later in the school day. If it is

absolutely necessary to schedule an appointment in the morning, students are strongly encouraged to come

to school before the appointment and return to school after the appointment. Such absences will be excused

if an appropriate appointment notice or parental excuse is brought to the attendance office before student

dismissal. A reasonable time will be allowed for students to make-up missed work that was completed or

assigned during their absence. After two (2) absences during one quarter due to illness, a doctor’s note is

required to validate each additional absence as excused.


FAMILY VACATIONS – Family vacations should only be scheduled in accordance with school vacations

and will always be considered “unexcused”. Class time and learning experiences lost for whatever reason

have a direct and negative effect on the student's education. Absences and missed work resulting from

family vacations will not be made up. No makeup work will be given time and missed work will go towards

the eight (8) unexcused absences. Any missed work (classroom) is counted as a 0. No additional extensions

will be given for missing school deadlines (portfolios, projects, group work, etc.).

SCHOOL SPONSORED ABSENCES – Absences resulting from school sponsored activities, such as

field trips and suspension, will be considered excused absences in the enforcement of the attendance policy.

Students should not expect previously scheduled assignments, quizzes, or test dates to be extended because

of these absences, unless previous approval obtained from teacher(s). In order to participate in a school

related activity sponsored by the Segue Institute for Learning, students must be present in school during the

day. Exceptions for any absence or dismissal on these days must have prior approval of an administrator.

Students who have exhibited inappropriate/negative behavior or have incomplete assignments will be

prohibited from being excused for school sponsored activities that necessitate absence in classes. Once a

student is notified that s/he is not allowed to attend a school sponsored activity, s/he must adhere to the

policy for excused absences. If the parent/student fails to do so, then the school will assume the absence is

unexcused.

UNEXCUSED ABSENCES – Any absence that does not meet the specifications for an excused absence

will be considered an "unexcused" absence. If a student is absent, a parent/guardian must call the school’s

main office at 401-721-0964, by 9:30 AM. If a parent fails to notify the school of the absence, the school

will consider the absence unexcused.

PROCEDURE FOR UNEXCUSED ABSENCES:

1. The office will make two (2) attempts to contact a parent/ guardian by telephone each time a student

has an unexcused absence. The office administrator will record the date, time and reason of absence.

2. After five (5) unexcused absences student will go before Segue’s Attendance Board.

3. Upon the five (5) unexcused absence the parent/guardian will be required to attend a mandatory

conference with Segue’s Attendance Board. A follow-up letter will be sent home detailing the

meeting.

4. After the eighth (8) unexcused absence the student will be denied promotion to the next grade

unless the missed school days are made up and the student shows grade level proficiency. The

makeup days will be held at the discretion of school administration.

5. After the tenth (10) unexcused absence the student may be referred to truancy court and the

parent/guardian will be notified by letter. The truancy court judge may at his/her discretion impose

a fifty (50) dollar per day fine to parents who are not in compliance with Rhode Island state law

16-19-01 and 16-19-06.

PARENT’S RESPONSIBILITIES REGARDING ATTENDANCE:

1. Call the Main Office (721-0964) by 9:30 AM the day of the absence, tardiness to school, and/or

early dismissal.

2. A student arriving after 10:00 am without a valid excuse will receive an unexcused absence and

not be considered tardy.

3. Note should be clearly written and include date, student’s full name, grade, expected arrival time

or dismissal time, expected return time and parent signature.

4. Whenever possible, schedule family vacations in accordance with school vacations.

5. Whenever possible, schedule appointments (medical, dental, etc.) after school hours.

6. Whenever possible, submit prior notification of student’s absence.

7. Stress the importance of school attendance and support and reinforce the attendance policy.


8. If your child were to leave school property without permission, DO NOT attempt to sign him/her

out after he/she has left the building.

TARDINESS:

Students must be on time to school. All students are required to be in their first period class at 7:25 am.

Failure to do so will result in the student being marked tardy.

*NOTE: Excessive cases of unexcused tardies will lead to a referral for truancy court.

The following procedures will be followed if a student is tardy:

1. After three (3) unexcused tardies the student will receive a one hour office detention.

2. After five (5) unexcused tardies the student will receive an Administrative Detention (3 hour Friday

detention).

3. After the eight (8) unexcused tardy, a parent will be required to attend a mandatory conference with

Segue staff. A follow-up letter will be sent home detailing the meeting.

4. Upon the twelfth (12) unexcused tardy, the student will be referred to truancy court and the

parent/guardian will be notified by letter. The truancy court judge may at his/her discretion impose

a fifty (50) dollar per day fine to parents who are not in compliance with Rhode Island state law

16-19-01 and 16-19-06.

* Number of tardies will reset to zero each quarter.

*NOTE: If a student is over an hour tardy without a valid excuse or dismissed early s/he may not

participate in extra-curricular/sports activities for that day.

EXCUSED TARDINESS TO SCHOOL - In order for tardiness to school to be excused, the reason for

tardiness must be communicated by the parent and accepted by the school administration. Some examples

of valid reasons for tardiness to school are personal illness, family emergency, court date pertaining to the

student. Some examples of invalid reasons for tardiness to school are oversleeping, malfunctioning alarm

clocks, conducting errands, waiting for a late ride, more convenient for the parent and the like. Telephone

calls intended to excuse such tardiness must be received no later than 8:30 AM.

EARLY DISMISSAL:

Early dismissals will be excused by the administration for emergency reasons only. Dismissals for reasons

other than an emergency will be at the discretion of administration. A note must be presented to the office

on the day of dismissal and the note will be verified. No early dismissals will be taken over the phone

without verification. If a student is dismissed early, s/he will NOT be allowed to participate in

extracurricular activities for that day. Parents/ Guardians are to sign out the student at the main office and

sign them back in upon return. Students MUST exit the building once signed out. Only the parent/guardian

or emergency contact will be allowed to pick up the student. Any student leaving school early must adhere

to dismissal procedures or will be disciplined accordingly. No student will be excused, after the fact, for

leaving school early.

*NOTE: Lack of attendance, numerous tardies and/or early dismissals can lead to a referral for

truancy court.


ACADEMICS - Grading Policy

Guiding Philosophy

A grade is an evaluation of student progress based on content standards.

Grades provide meaningful and timely feedback on performance.

Grades identify what scholars know, what scholars are able to do, and empower scholars to

continue to grow.

The district’s grading system is transparent and universal among teachers and staff. It is clearly

communicated with students, families, and community stakeholders.

Teachers will re-teach, and allow students to re-do, all assignments until proficiency is achieved.

Grades are one form of classroom data, which must be reflected upon by teachers and

administrators.

Logistics

To determine a student’s proficiency in one standard, an average of three assessment scores will

be calculated. These assessment scores must represent those assignments that best capture

application of a skill or knowledge at the end of the learning process (i.e. PBAs, tests, etc).

For end-of-year purposes, a student’s most recent performance in a standard will be used. If a

student’s most recent performance is lower than their performance, the Head of School and

teacher will confer on end-of-year rating.

Report Cards are distributed quarterly: October , January, April , and June

Progress Reports are distributed at the midway point of each quarter: September, December,

February, and May

Grading

All grades must be reported and recorded on a 4-point rubric scale.

o 1 = Learning Student demonstrates minimal command of the standard

o 2= Growing Student demonstrates partial command of the standard

o 3= Knowing Student demonstrates strong command of the standard

o 4=Extending Student demonstrates distinguished command of the standard

Learner Qualities

All students will be rated in Learner Qualities in all classes.

Learner Qualities include: Participation, Effort, and Work Completion

Students Performing Below Expectations

A rating below a 2 indicates a student is performing below expectations.

Families must be contacted well before a 2 or lower is documented on a Progress Report or

Report Card.

A student will not be promoted to the next grade level if they have failed to achieve a 2 or higher

end-of-year rating in all classes. Options for promotion can include summer school, an

independent project, or credit recovery. Homework

Homework is assigned regularly to provide independent practice and promote responsibility,

preparing students for high school and college expectations.

Homework is assigned only after a student has had practice with a new skill or content under the

supervision of a teacher.

Teachers must provide students with access to necessary resources to complete assignments if

they do not have access to those resources at home (i.e. technology, Internet, textbook, etc).

Family contact must be made after a student, whose cumulative grade is below a 70, fails to

submit 3 homework assignments


Homework should represent no more than 10% of a student’s overall grade.

Rubrics

A rubric is a tool that provides an explicit set of criteria used to assess a student’s performance on

a specific assignment.

The regular use of rubrics provides for assessments that are descriptive and allow teachers and

students to identify specific areas of strength and/or need.

All rubrics must include multiple criteria, which will reflect the content area and assignment, and

levels of achievement.

All rubrics will include the following levels of achievement:

o Emerging (Below Proficient) – 1

o Approaching (Partially Proficient) – 2

o Effective (Proficient) – 3

o Exceeds (Proficient with Distinction) – 4

Rubric scores will be recorded in Power School using a 100-point scale. An overall score for

achievement should be determined, and the following scores should be recorded:

o 1 = 55%

o 2 = 70%

o 3 = 85%

o 4 = 100%

Performance-Based Assessments (PBAs)

PBAs are assessments designed to gain an overall understanding of a student’s learning. They

require that students apply newly learned knowledge and skills to a given task.

All PBAs must be graded on a teacher-designed rubric, which must include multiple criteria and

the levels of achievement listed above.

All PBAs must be completed entirely in school under the supervision of a teacher or staff

member.

For students with IEPs, all accommodations must be allowed and all modifications to the PBA

itself must be made in accordance with a student’s IEP.

All PBAs must be graded, recorded, and returned to students with useful feedback within one

week.

All PBAs are eligible for inclusion in a student’s portfolio. Students must score a 3 on a PBA for

it to be eligible for portfolio submission. Students must meet proficiency on 75% of PBAs in each

content area.

Teachers must create a system for students to redo/revise PBAs on which they receive a score that

is below ‘Proficient’ (lower than a 3). This will require re-teaching of a concept or skill by the

classroom teacher, specialist, or Individual Needs teacher.

Portfolio

A Segue scholar’s portfolio is a reflection of his or her work throughout the course of one school

year.

Scholars are required to submit representations of their best work from each content area and

course (i.e. PBAs).

Teacher’s responsibility with respect to portfolio:

o Content Teachers: Assign and grade a minimum of 8 PBAs throughout the school year

o MAGnT Teachers: Assign and grade a minimum of 4 PBAs throughout the school year

o All Teachers:

Provide students with reflection questions and guidance in the response to those

questions upon completion of the PBA

Create a system for students to redo/revise PBAs on which they receive a score

that is below ‘Proficient’ (lower than a 3).


Opportunities for Revising Work

Students must be given the opportunity to redo/revise all assignments

Teachers must create a system for revision that is shared with other teacher and staff, students,

and families.

Late Work

The following are universal practices for accepting late work:

o Upon returning from an absence, a student will receive an extension for all assignments

equal to the length of time of the absence (i.e. a student absent for 2 school days will have

2 school days to submit work that was assigned during his or her absence). Ultimately,

teachers will determine an appropriate timeline when instruction is missed.

o Teachers must provide instruction that was missed due to absence. This includes time out

of class for disciplinary reasons, counseling, etc.

o All PBAs are to be completed in school, under the supervision of a teacher. As such they

are not subject to the Late Work policy.

o Late Work will be accepted for a grade no higher than a 3.

Power School

Power School is a tool used to share student grades with students and their families.

Power School grades must be updated weekly.

All teachers and staff must encourage students and families to check Power School grades

regularly. Computers are available for their use; please see the Family Engagement Coordinator

or Technology Coordinator for assistance.

Failing Grades

A failing grade is any grade below a 65.

Families must be contacted well before a failing grade is documented on a Progress Report or

Report Card. Posting a failing grade to Power School is not sufficient contact. Please see the

Family Engagement Coordinator for assistance with translation.

A failing grade is a signal to begin or revisit the RTI Problem Solving Process. See RTI

Handbook for appropriate steps.

*A student may be placed on Social Suspension for having failing grades and or not completing Portfolio

requirements for the most recent deadline.

Honor Roll

Each quarter Segue will publish an Honor Roll:

o High Honors: 90 average or higher

o Honors: 80 average or higher

National Junior Honor Society

The Segue Institute for Learning supports its own chapter of the National Junior Honor Society.

To gain membership students must have a 3.0 (B) or higher GPA and positive recommendations

from Segue teachers and staff.

Academic Ineligibility

Academic Ineligibility is a loss of school privileges, which may include but is not limited

to a student’s removal from participating in school fieldtrips, school dances, afterschool

activities, and/or extra-curricular activities such as athletic games and activities.


Students are considered Academically Ineligible for the following reasons:

Currently failing 2 or more classes in a quarter.

Has not completed portfolio requirements for the most recent deadline.

In addition to losing school privileges, students Academically Ineligible may lose the privilege to

attend an end of the year graduation or award ceremony.

STUDENT MATERIALS

The following is a list of expectations for student materials at the Segue Institute for Learning. Please let

Segue staff know if it is not possible for your family to purchase anything or all from this list and we will

assist in supplying the required items.

Please remember that all students will have lockers and that they can keep/store many of these supplies in

their lockers and will not be required to carry them at all times.

BACKPACK AND CONTENTS:

All students are allowed to bring a backpack or book bag to school every day but cannot carry it throughout

the school day. The backpack should have zippered compartments and is large enough to fit the following

materials:

3 inch viewfinder binder

4 one-subject notebooks (one each for each content class; Math, ELA, Science and Humanities)

An independent reading book*

Lined college rule paper

Pencils/pens

Pouches or pencil boxes (required so students can organize their writing utensils)

4 folders with dual pockets (one each for each content class; Math, ELA, Science and Humanities)

*The SEGUE INSTITUTE FOR LEARNING is a college preparatory school and all students must have an

independent reading book(s) at all times.

Other supplies that are helpful but not necessary include:

Highlighters

White Out

Ruler

Calculator

Small stapler

Pencil Sharpener

Student Size Scissors

Tape

Poster Board for projects throughout the school year. Segue will not provide poster boards to

students.

USB drive to save computer based documents and projects

*Writing your scholar’s name on the above supplies will be helpful to avoid confusion.*

Student Planners


In order to assist with SEGUE INSTITUTE FOR LEARNING’s structure and consistency, all students will

receive a school planner at the beginning of the school year. If your child loses the planner the cost of a

replacement is ten dollars.

Planners are to be used by every SEGUE INSTITUTE FOR LEARNING student as an

organizational/learning tool. Planners must be well maintained, neat, and are not to be used for any purpose

outside of academic learning. The pages of the planners must not be folded or made into a design, as

students should refer back to previous learning. Each day, families are encouraged to check students’

planners to see the homework for their classes. If there was no homework from a class, “no homework”

should be written in that period of their planner.

After School Program

Segue Institute for Learning’s after-school program happens after school hours on days that students are

not enrolled in the Food for Thought program. Programs run Monday through Thursday from 3:30 to 5:00

pm and include dinner. All programs happen twice a week. After-school programs and clubs are taught by

the MAGn’T team and Segue staff. After school programs will include topics in the arts, music,

performing arts, sports, fitness, and technology. Students must be in good academic standing and behave

appropriately in school to participate in after-school programs.

Students must complete the appropriate paperwork (on time) and get parent permission to be in any after-

school program or club.

Eligibility for Participation in After-School Programming

Students must be in good academic standing

Students are ineligible if they are failing two or more classes (core & MAGn’T

included)

Students are ineligible to attend if they are on Social Suspension (They can re-enroll

once off Social Suspension)

Eligibility for programming will reset each quarter (or each program session)

Enrollment

Enrollment is specific to individual programs.

Potential processes are: Sign-ups with first come, first serve enrollment, auditions or

try-outs with selection by program facilitator or mandatory pre-requisite completion

Attendance

All students are expected to regularly attend the program(s) they are enrolled in

Three unexcused absences or missed sessions will results in removal from the

program

Examples of unexcused absences: unexcused absence from school, skipping a

program, serving detention (teacher or administrative), or suspension

Students will not be allowed to enter programs late without a valid excuse.

Being turned away from a program for lateness results in an unexcused

absence. Transportation home is the parent’s responsibility.

o Absences and/or tardies may be excused with a written pass from a teacher or

staff.


If a student misses an event required by the program coordinator than that student is

subject to removal from the program

Behavior Management

After-school behavior management is consistent with Segue’s PBS system

If, at any time, a student does not adhere to Segue’s rules and expectations

they will first receive a verbal redirection, then a verbal warning, a Teacher

detention than an Office Referral.

Some circumstances will warrant an immediate office referral at the discretion

of the program facilitator.

Earning an office referral will result in removal from that program for the day.

Immediate parent contact will be made and the child will be sent home.

Transportation is the parent’s responsibility.

Earning multiple office referrals may result in removal from that program.

Student Pick-Up

All students must be picked up promptly at 5:00pm. Transportation home from any

after-school programming is the parent’s responsibility.

Students who are required to be picked up must be picked up on-time every day. If a

parent fails to pick up their student before 5:00 on three instances, the student may be

removed from the program for the remainder of the quarter or program session.

FAMILY INVOLVEMENT POLICY

Participation

Segue Institute for Learning believes that Family Involvement is critical to student achievement. Therefore

Segue has a required 10 hour participation pledge for all families. We believe that parent/family

involvement begins but does not end at home.

Research has shown that effective parent involvement makes a positive difference in the educational

success of children. When parents are involved, students achieve more, regardless of socioeconomic status,

ethnic/racial background and the parent’s own educational level. Students whose parents are involved

generally have higher grades and test scores, better attendance, and more consistently complete homework.

Those students also have higher graduation rates and greater enrollment rates in postsecondary education.

Segue Institute for Learning has an open door policy for all its families. We welcome families to come in

and voice any concerns they may have. Segue also welcomes families into the classroom. Parents/Guardians

are welcomed into classrooms to observe and be part their child’s educational experience.

We highly recommend parents/guardians join our Family Engagement Committee which meets monthly.

For security purposes, families should check in and out at the front office and receive a visitor pass. Visitor

badges are to be worn at all times while in the building. Parents/Families that would like to volunteer should

contact the Family Engagement Coordinator prior to the visit.


Title I Family Engagement Policy

Title I regulations require that each school served under Title I jointly develop with and distribute

to parents of participating children, a written parental involvement policy agreed on by the parents.

A. Policy Involvement

Segue Institute for Learning is a Title I designated school and as such will:

Convene an annual orientation each year, meeting with participating parents during

orientation to inform them of Segue Institute for Learning’s participation in the targeted

assistance program and how Title I services will be provided to their children.

In addition to the annual meeting, parents will have other opportunities throughout the

school year to receive information and provide feedback on the services provided to their

children. This will be done by, but not limited to:

a. Informing parents when a student is recommended for a PLP, a Literacy/Math

intervention or the Weekend Warriors program.

b. Monthly meetings

c. Literacy Nights

d. Homework strategies workshops

e. Parent-Teacher Conferences (minimum of 3)

f. Morning, afternoon or evening meetings

g. Home Visits throughout the Summer and School year

h. Quarterly and final report cards

i. Phone Calls and E-mails

j. Connect-ed system (Electronic phone messaging system)

k. PowerSchool Parent Communication System

l. Daily agendas or written communication in native languages

m. Monthly newsletters in native languages

n. Segue Institute for Learning Parent/Student School Handbook

o. Ongoing parent survey feedback

p. Joining classroom activities (open door/classroom policy and bring a parent to

school day)

q. High school informational and preparation meetings

Segue’s Title I policy offers the following to its families:

a. Monthly Newsletter

b. Parent/Child Reading Workshop series

c. Parent Forums throughout the year

d. Mega Skills Workshops to help parents support the development of their children.

e. A Family Resource Center

f. End of Year Celebration for all students to be individually recognized for their

participation in the program.

g. Title I Handbook

h. Title I Parent Brochure given at orientation outlining the goals of the Title I

Parent Program

i. Family participation and recognition events


B. Shared Responsibility/Family Expectations for High Student

Academic Achievement

All families will receive the Segue Home/School compact – explaining the shared

responsibility between the school and home for the academic success of all students.

Parents, students and lead teachers will sign this compact with one copy staying at home

and one in the student’s academic file. (This compact will be reviewed each Fall)

All families will receive the Segue Family and Student Handbook which contains the

school’s mission statement, the Home School/Compact and the Title I Parent Involvement

Policy.

Segue Institute for Learning will encourage parents, staff and members of the community

to participate a minimum of ten hours throughout the school year. These participation

opportunities include but are not limited to:

a. Community building opportunities (Fall Dinner, Fundraising events, Brains and

Beauty Night and “Do what I do” workshops in all content areas)

b. Segue open door/classroom policy

c. Family Engagement Committee Meetings

d. Adult Education Programs

e. Celebrating and supporting student, family and teacher achievements through

student and family recognition events

C. Building Capacity for Family Engagement

To ensure the effective engagement of families and to support a partnership between the Segue

Institute for Learning and the parent community and to improve student academic achievement,

our school staff shall:

Provide assistance to the parents of our students to help them understand the curriculum in

all areas, including the state assessment - New England Common Assessment Program

(NECAP). This shall be done by, but is not limited to:

o An Annual School Report out night, which will be held in late spring after the state,

releases the annual Report Card to the Segue Institute for Learning. NECAP scores

will be analyzed for the parents.

o Our Technology Director will hold a PowerSchool Workshop for parents/guardians

to learn how to use the site to check their student’s up to date grades, schedule,

attendance and homework and classroom assignments.

o The Literacy Specialist will assist parents/guardian in understanding the ELA

curriculum and reading strategies to help their children at home.

o The Math Specialist will assist parents/guardians in understanding the math

curriculum as well as strategies to help their children at home.

o Providing parents/guardians different opportunities in the community through

agencies that are present at Orientation and family events throughout the school

year.

o The Family Engagement staff will provide families with information on a variety

of community resources that are available to them at any time.


o Portfolio information workshops for families and student portfolio presentations

days for families to attend.

D. Accessibility

Segue Institute for Learning shall provide full opportunities for the participation of parents

with children with limited English proficiency, parents with children with disabilities, and

parents of migratory children. Segue will provide information and school reports in a

format to the extent practicable; in language such parents can understand.

Segue Institute for Learning shall provide the following:

o Resources to hearing impaired or ELL parents at all conferences and meetings

throughout the year, as needed.

o The services of a school social worker, guidance counselor, psychologist, speech

language pathologist, occupational therapist and reading specialist.

o Handicapped accessibility

o Flexible meeting times to accommodate all parents.

This School Family Engagement Policy has been developed jointly with, and agreed on with,

parents of children participating in the Title I program.

SEGUE SCHOOL/STUDENT/FAMILY COMPACT

All students and parents must review, agree and sign the Home/School Compact prior to beginning the

school year. The Compact lists the expectations of the school, parent and student.

______________________________________________________________________________

As an administrator, we recognize how important it is to work together as a community to serve our

children. In order to ensure student growth and achievement, we will:

Maintain high expectations for students, teachers, and staff in a safe learning environment where

parents are actively involved.

Encourage all students to do their best in school, work hard, meet high expectations, develop his/her

talents, and cooperate with teachers, school staff, students, and families.

Come to school each day with a positive attitude about the faculty, students, their families, and

community and expect the same of them.

Encourage and assist teachers in conducting no less than three parent-teacher conferences each

year.

Communicate clearly and frequently so that all families understand the school programs and their

child’s progress.

Create a climate in school where parents are welcome and have a voice in the educational process.

Assist teachers, families, and students to understand and discuss school policies, grades and

academic goals of the school.

Actively support and try to be present at family engagement activities to encourage and support

family involvement and student learning.

Develop a comprehensive program of school, family, and community partnerships at our school.

As Parent/Guardian, Segue expects you to support us by:

Sending your child to school on time, prepared, and well-rested every day.


Taking time to listen and encourage your child to share school experiences every day. Be positive

and pay attention to your child’s accomplishments. Notice improvements and efforts by your child

and praise her/him.

Monitoring school work and encouraging homework completion. Learn what is being taught, what

is expected of your child, and become familiar with academic standards.

Being an active stakeholder at the SIFL by participating in all areas of the school and

communicating positive comments as well as concerns.

Learning about the portfolio system so you can monitor your child’s

performance/accomplishments.

Reinforcing the school’s REACH (Respect, Enthusiasm, Achievement, Citizenship and Hard

Work) model, set by its administration and staff and refer to those expectations whenever you

discuss education with your child.

Maintaining a physical presence at the school to support your child with the academic, social

emotional and behavior needs by keeping open lines of communication with the teachers, staff, and

administration.

Respecting timelines set by the school for all necessary documentation, including updating contact

information, and support materials when requested.

Taking personal responsibility for the safety and education of your child and all children in this

community.

Participating for a minimum of 10 hours of your time to Segue Institute for Learning during this

school year and spending a minimum of fifteen minutes each school night working with your child

on homework or an enrichment activity

As a student, Segue expects you to:

Get to school on time every day.

Actively participate in class and school activities and share these experiences at home.

Learn how to ask for help when I need it.

Show Respect to all students and adults of my community.

Express Enthusiasm towards school and strive to be my best.

Work towards the Achievement of Segue standards.

Model true Citizenship and try to make a difference.

Engage in Hard Work to reach my goals.

Learn how to take charge of my own learning and not prevent others from succeeding.

Read in and out of school daily.

Return completed homework on time.

Be prepared each day with the supplies I need for learning.

Work towards achieving high academic standards.

Help to create and follow the school and classroom rules to keep myself and others safe.

Work towards completing portfolio requirement by meeting the portfolio checkpoints.

Actively seek Community Service opportunities

Deliver all documentation/information sent home to my parent/guardian.

the segue institute for learning student and family handbook

Documents